This blog on Texas education contains posts on accountability, testing, college readiness, dropouts, bilingual education, immigration, school finance, race, class, and gender issues with additional focus at the national level.

Tx Trib Schools Explorer

Friday, November 07, 2014

From NYC's International Schools, Lessons For Teaching Unaccompanied Minors

According to this report on NPR, Flushing International has a four-year graduation rate of 70%. That’s amazing! Wonder how many of these youth go to college and graduate. Would be good to know more about this school.

Flushing International High School is like a teenage version of
the United Nations. Walk down the hallway and you can meet students from
Colombia, China, Ecuador, Bangladesh and South Korea.
"Our
students come from about 40 different countries, speak 20 different
languages," says Lara Evangelista, the school's principal.

With
schools around the country scrambling to educate the more than 57,000
unaccompanied child migrants who've crossed the border this year, I came
to see what lessons International Schools like this one can offer.

"We've
always served unaccompanied minors," Evangelista says. "This is not
something new to us. I would say we have systems and structures in place
to serve the needs of those students.

New York's international
schools serve a challenging demogaphic: Enrollees must come from the
bottom quartile in scores on English-language tests. They must have been
in the U.S. for less than four years upon admittance; most have been in
the country for far less time. And 90 percent of the students qualify
for free or reduced lunch.

But these schools have created a
model that allows many of these children to catch up to their U.S.
peers. And the approach over the years has been shown to work.

Evangelista
takes me around the school to show me how they do it. "Hey guys, it's
time," she says, ushering a group of students into their second-period
classes. "C'mon, let's go!"

This fall, she says, about 60 of the school's new enrollees are from Central America.

She
leads me into a language-arts class down the hall. In a corner of the
classroom, we watch as half a dozen teenagers work on a poster board.
They're creating it for a presentation they'll do on culture and food.

"In this group, there is a Portuguese speaker, a Spanish speaker, Punjabi, another Spanish speaker, and Mandarin speakers here."

The
teachers, she explains, do this on purpose: Grouping students together
who don't speak the same language spurs them to communicate in English.

But
the students aren't put in a situation where they have to sink or swim.
Flushing educates its ninth and 10th graders together, and within these
groups, teachers often pair freshmen with sophomores who speak the same
language.

David Martinez is a recently arrived ninth grader
from El Salvador. As he marks up the poster with a black marker, he
tells me there are just a few phrases he's comfortable saying in
English. "My name is David," he says, using one of them.

He's
been paired up with a sophomore from Ecuador who has been in the U.S.
for two years. Martinez says that having a buddy who can translate for
him is huge. "It helps me understand a little," he says in Spanish.
"It's complicated, but I'm getting there."

Teachers here say
they strive for a balance: Kids are encouraged to speak in English but
are also given the opportunity to learn in their native language.

I see this in action in Rosmery Milczewski's math class, where she elicits responses in multiple languages.

"What
is the slope?" she asks her students during a geometry lesson. One
student offers that, "T is the slope." "Good," she responds. "Who can
say that in Spanish? ... Who can say that in Chinese?"
Later,
she explains her approach: "I encourage and push those who I know can
tell me in English to try. And for those who just came, I encourage them
to use native language."

Principals at the International High
Schools intentionally hire a multilingual staff. Evangelista estimates
that, collectively, staff members can speak virtually all the languages
represented among the student body.

Math teacher Milczewski
works with a lot with the school's Latino families. She can personally
relate to the students' experiences: Milczewski herself arrived from
Colombia as a teenager and attended LaGuardia International High School.

Shared Experiences
Even though the kids come from all over the globe, there are commonalities in their experiences.
A
big one is overcoming a long separation from one or both parents. A lot
of Flushing students were left behind in their country of origin when
their parents first journeyed to the United States.

The
educators at Flushing encourage students to share these stories. They
say that helps the kids realize they're not the only ones who have dealt
with issues like living apart from their parents.

In the
hallway, Evangelista and I stop to talk about this with several
students, and Yichen Hu shares a story with other 11th graders.

"I
felt hope when the officer told me, 'Yes, you can go to the United
States now,' " says the 18-year-old from China. "I was thinking, if I
can go to the U.S, then I can meet my dad again. Because he left China
when I was 12. So I felt hope for reuniting with my dad."

She
says attending a school where students can relate to what she's been
through makes her feel less alone. "I like school very much," she says.
"It makes me feel really connected."Alexandra Starr is a freelance reporter and writer in New York City.